goldilocks是什么意思dilocks在线翻译读音

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2023年4月20日发(作者：哈利波特在线)教学目标

Teaching objectives:

Language skills:

By the end of the class,

Ss can understand the story of Goldilocks and the Three Bears.
Ss can redesign a new ending for the story in any reasonable way.

Language knowledge:

Ss can master the key words and phrases in the context as follows: either, in pieces, be asleep,
return, cry, shout, point at, without, hurry out of.
Ss can understand and learn to use some conjunctions, like first, next, then, finally, to describe
time sequences.

Learning strategies:

Ss will learn to guess the main activities of the passage from the given pictures before reading.
Ss will know how to find the key words to describe the given pictures while scanning.
Ss will know how to get the meaning of the new words from the pictures while careful reading.

Cultural awareness:

Ss will read some fairy stories and know some famous fairy stories from other countries.

Affective attitude:

Ss will know how to make choices: choose the right one.

Language focuses:

The use of past simple regular words while answering questions or redesigning a new ending for
the story.

Anticipated difficulties:

Ss may have difficulties using the past simple regular verbs to describe the story.

Solution: At the beginning of the class, T lead Ss to review the past simple regular verbs while
talking about the listening part of the story.

Ss may have difficulties while reading because there are many new words.

Solution: T will lead Ss to guess the meaning of the words from the given pictures and use them
in the carful reading.

2
学情分析

Analysis of students:

Most of the students in my class can recognize the situations of using the past tense in the last
listening part. However, they still can’t master it while they’re speaking. So at the beginning of
this part, Part Revision, T will lead Ss to review the past simple regular verbs. And during the
procedure of teaching and learning, T will help Ss to pay more attention to the past tense.
Besides, most of my Ss may not notice the structure and the logical relationship among
sentences of the passage while they are reading, so T will help Ss to notice them by posing some
questions.

3
重点难点

Anticipated difficulties:

Ss may have difficulties using the past simple regular verbs to describe the story.

Solution: At the beginning of the class, T lead Ss to review the past simple regular verbs while
talking about the listening part of the story.

Ss may have difficulties while reading because there are many new words.

Solution: T will lead Ss to guess the meaning of the words from the given pictures and use them
in the carful reading.

4
教学过程

4.1
第一学时

4.1.1
教学活动

活动1
【导入】Lead－in

Step1: Ss review the main characters in the last listening part of the story by the
presented

pictures and T’s words. (T: Last time, we listened to a small part of the story, right?
Do you still remember the name of the story? Ss: Goldilocks and the Three Bears.
T: Let’s review. Once upon a time, there was a little girl. Her name was…Ss:
Goldilocks.T: And also there were three …Papa Bear, Mama Bear and Baby Bear.
Ss: Bears.)

活动2
【活动】Revision

Step1: Ss review the main activities in the last listening part by completing the
sentences with the verbs given on the screen. (T: OK! Now, let’s see if you still
remember what Goldilocks 二十四诗品雄浑 did in the listening part. First,…Ss: Goldilocks knocked
on the door and pushed it. T: Next,… Ss: She walked in the forest and picked some
flowers. T: Then,… Ss: She能把人读哭的情感电台文本 noticed a little house. T: Finally,… Ss: She entered the
house and finished all the food in the smallest bowl.)

活动3
【活动】Pre－reading： guess

Step1: Ss guess what Goldilocks may do after she finished all the food in the bowl.
(T: So at the end of the listening part, Goldilocks finished all the food in the bowl,
right? Ss: Yes! T: Can you guess what may Goldilocks do then? You answer the que
stion like, I think she may…Ss: I think she may go out/ sleep/come back home…

Step2: Ss work in pairs and guess what happened then according to the given pict
ures. (Tip: We can get some ideas about the passage from the pictures. T: In Pictur
e A, what can you see? How many bears are there? Who are they? Ss:…three bear
s……Baby Bear, Mama Bear, Papa Bear…T: It’s your turn to guess what happened i
n Picture B, C, D and E. Ss: She slept…/ ran out the room/ sat down on the chair/ c
ried. )

活动4
【活动】Pre－reading： number the picture

Step1: Ss number the pictures without reading the passage. (T: We’ve got our
own ideas about the story. Can you try to number the pictures without reading
the passage? Do you know “without”? Ss: Don’t read… T: What about your answer?
Ss: adebc/ dabce)

活动5
【活动】While－reading： scan and check

Step1: Ss find out key words and check their guesses before by scanning. (T: It’s
time for us to read the story. Read the story quickly, find the main activities,
underline the key words and check their answers. Who can have a try? The first
one…/ second one../…How do you know? Ss:...

Key words: tried the small chair; in pieces; return; point at; hurried out of)

活动6
【活动】While－reading： Para.1

Step1: Ss read Para.1 and complete the table. (T: What did Goldilocks do in Paragr
aph One百字令原文 ? Ss: She tried the chairs. T: Why did she try the chairs? Ss: Because she w
as tired. T: How did she try the chairs? (T: Here are two parts of the table. Do you
know the sizes of the chairs? Ss:Big, middle, small. T: Do you know feelings? Ss: Ho
w Goldilocks felt about the chairs. T: Now, complete the table. )

Step2: Ss notice the use of “First…Then…Finally”and “either”. (T: The sizes of
chairs? (First…Then…) Ss: The big chair/ the small chair/ the middle chair.
T: Goldilocks’ feelings towards them? Ss: …wasn’t comfortable/ wasn’t
comfortable either/ nice and comfortable. T: We usually use “either” in negative
sentences like唐高宗 this. Can you fill in the sentence? Ss: Lingling isn’t very happy.
Daming isn’t very happy either. T: But what happened then? Ss: Goldilocks was
very heavy, so the chair was in pieces.)

活动7
【活动】While－reading： Para.2

Step1: Ss read Para.2 and complete the table. (T: What did Goldilocks do in
Paragraph Two? Ss: She tried the beds. T: How did she try the chairs? Now,
complete the table. The sizes of the beds? Ss: middle/ big/ T: The feelings
towards them? Ss: ..didn’t like the middle /didn’t like the big bed either/…very
comfortable. T: So what happen思乡古诗词名句大全 ed then? Ss: She was asleep. )

活动8
【活动】While－reading： affective attitude in Para.1＆2

Step1: Ss find out the affective attitude in Para.1 &2: choose the right one. (T:
Which chair did Goldilocks choose? Why? Ss: ..small…/…nice and comfortable… T:
Which bed did Goldilocks choose? Why? Ss: …small…/…comfortable… T: Did she
always choose the big one? Ss: No... T: Did she always choose the comfortable
one? Ss: T: What can we learn from here? Ss: The most comfortable one is
the best one./ Choose the right one.)

活动9
【活动】While－reading： Para.3＆4

Step1: Ss read Para.3 &4 and answer the question: How did Baby Bear think of Gol
dilocks.? (T: What happened in Picture A? What does “return” mean? Ss: The Thre
e Bears returned. T: Does it mean “leave” or come back? Ss: Come back. T: How di

d Baby Bear think of Goldilocks? Ss: He didn’t like Goldilocks. T: You should tell me
how do you know? Underline the key words and sentences. Ss:

Baby Bear shouted…Look, there is the bad girl./ He wasn’t very happy./ ..cried.. Th
ere’s nothing in my bowl and my chair was in pieces. )

Step2: Ss notice the meaning of “cry” and “shout”. (T:“cry” and “shout”, they have
the same meaning here. Both of them mean speaking loudly. )

Step3: Ss work in groups and practice acting out the two sentences Baby Bear crie
d and shouted. (T: If you were Baby Bear, how can you read these two sentences
with your body language. Ss: ... T: Why did he do this? Ss: … )

Step4: Ss review the paragraphs they’ve read and answer the question: Why was
Baby Bear so angry about Goldilocks? (T:What did Goldilocks do that makes Baby
Bear so angry? Read Para.1,2,3 and 4. Ss: Because she ate his food, made his chair
in pieces and slept in his bed. )

活动10
【活动】While－reading： P表示春天的诗句有哪些 ara.5

Ss read Para.5 and answer the question: How did Goldilocks think of the Three
Bears? (T: In Para.5, was Goldilocks still asleep? Ss: No, she opened her eyes.
T: How did Goldilocks think of the Three Bears? Ss: She don’t (didn’t) like…either.
T: How do you know? Ss: …jumped out of…/ hurried out of…without… T: Why
didn’t Goldilocks take her basket? Ss: She was very scared. )

活动11
【活动】Post－ reading： redesign a new ending for the
story

Step1: Ss work in groups and redesign a new ending for the story. (T:
So at the end of the story, What did Goldil平明寻白羽下一句 ocks do? Ss:
She didn’t go for a walk in the forest again. T: Do you think it’s a happy ending or a
sad ending? Ss: Sad ending. T: All of us, we are writers now. We can design the
new ending for the story. Ss: Ss work in groups and discuss the new endings.
T: Work in grou目不交睫是什么意思 ps. First, choose which kind of ending do you like? What may
happen in your happy/ sad ending? Write down key words while you are
discussing. Ss:...)

活动12
【作业】Homework

Step1: Ss are assigned homework by T: Must do: Retell the whole story according
to the chart on your paper. Challenge yourself: Write a new ending for the story.